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UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN, HUMANAS Y
TECNOLOGÍAS
CARRERA DE IDIOMAS
Work presented as requirement for obtaining the Bachelor’s degree as “Licenciada en
Ciencias de la Educación, Profesora de Idiomas Ingles”
TITLE:
“ANALYSIS OF THE EFFECTIVE USE OF SUMMATIVE AND FORMATIVE
ASSESSMENT AT PRIMER AÑO DE BACHILLERATO CLASS “A” AT UNIDAD
EDUCATIVA “VICENTE ANDA AGUIRRE” IN THE CITY OF RIOBAMBA,
CHIMBORAZO PROVINCE, DURING THE ACADEMIC YEAR 2018-2019”.
AUTHOR:
Janeth Nataly Ayala Ormaza
THESIS’ DIRECTOR:
Mgs. Miguel Paredes Amoroso
Riobamba – Ecuador
2019
II
III
IV
V
ACKNOWLEDGMENTS
First, I want to express my gratitude to Universidad Nacional de Chimborazo, Facultad de
Ciencias de la Educación Humanas y Tecnologías and principally to Languages Career for
being my home during four years, in which I have learned how to be a good human and
professional.
In addition, I am grateful to my teachers and friends, who have shared their kindness,
experiences and knowledge with me. They have encouraged me to keep going until I
achieve my goals.
Finally, I want to express my thankfulness to my teacher and thesis director Msc. Miguel
Paredes Amoroso for supporting me to reach one of my professional goals. He has guided
me in this long process with his example and patience.
Nataly Ayala Ormaza
VI
DEDICATION
To God who has given me guidance, blessing, and protection
to overcome all things during my life.
To my parents, siblings, and nephew who always supported
me along the time during the career in despite of the distance.
They have given me strength and advice to know how to
cope.
To my friends with whom I shared pleasant moments.
To all them, thank for all
Sincerely.
Nataly Ayala Ormaza
VII
INDEX
COVER .................................................................................................................................. I
COMMITTEE MEMBER CERTIFICATE .................................................................... II
CERTIFICATE OF THESIS TUTOR ............................................................................ III
AUTHORSHIP ................................................................................................................... IV
ACKNOWLEDGMENTS...................................................................................................V
DEDICATION…………………………………………….………………………….......VI
INDEX…………………………………………………………………………………...VII
RESUMEN…………………………………………………...…………………………...IX
ABSTRACT………………………………………………...….…………………………..X
INTRODUCTION….............................................................................................................1
CHAPTER I
1. REFERENTIAL FRAMEWORK………….......……………………………...……..3
1.1 RESEARCH PROBLEM……………………………………….…………..………3
1.2 PROBLEM STATEMENT………………………………………………………....3
1.3 FORMULATION OF THE PROBLEM……………………..……………………4
1.4 GUIDING QUESTIONS……………………………………………………………4
1.5 OBJECTIVES……………………………………………………………………….5
1.5.1 GENERAL OBJECTIVE……………..………………………………...……5
1.5.2 SPECIFIC OBJECTIVES……………………………….......…………….…5
1.5.3 OBJECTIVES OPERATIONALIZATION (TABLE)……………………..6
1.6 JUSTIFICATION………………………………………..………………………….7
CHAPTER II
2. THEORETICAL FRAMEWORK……………………………..………………...…..9
2.1 BACKGROUND STUDIES REGARDING TO THE RESEARCH
PROBLEM…………………………………………………………………………..9
2.2 THEORETICAL FOUNDATIONS…………..……………………………………9
2.2.1 CLASSROOM ASSESSMENT…………..……………………………..…...9
2.2.2 FORMATIVE AND SUMMATIVE ASSESSMENT………………...…...10
2.2.2.1 FORMATIVE ASSESSMENT………………………………………………..…...10
VIII
2.2.2.2 SUMMATIVE ASSESSMENT………………………………………………...…..11
2.3 ASSESSMENT AND LEARNING……………….……………………...……….13
2.4 CHARACTERISTICS OF CLASSROOM ASSESSMENT…………………....14
2.5 THE TEACHER’S ROLE IN THE ASSESSMENT PROCESS……………….14
2.6 BASIC TERMS OF DEFINITIONS……………………………………………..15
CHAPTER III
3. METHODOLOGICAL FRAMEWORK…………………………………………...16
3.1 RESEARCH DESIGN……………………………………...…………………......16
3.2 TYPE OF INVESTIGATION……………………………………………….……16
3.3 LEVELS OF RESEARCH…………………………………...…………………...16
3.4 METHODS OF RESEARCH………..…………………………………………....16
3.5 POPULATION AND SAMPLE…………………………………………………..16
3.6 TECHNIQUES AND INSTRUMENTS FOR COLLECTING DATA………...17
3.7 PROCEDURE………………………………………………….…………………..17
3.8 WORK FIELD……………………………………………………………………..17
3.9 OPERATIONALIZATION OF SPECIFIC OBJECTIVES……………………19
CHAPTER IV
4. ANALYSIS AND INTERPRETATION OF RESULTS…………………………...22
OBJECTIVE N° 1……………………………………………………………22
OBJECTIVE N° 2……………………………………………………………24
OBJECTIVE N° 3……………………………………………………………25
CHAPTER V
5. CONCLUSIONS AND RECOMMENDATIONS……………………………….....28
CONCLUSIONS……..…………………………………………………………...28
RECOMMENDATIONS……………………...……………………...…………..28
REFERENCES…………………………………………………...…………………….....29
ANNEXES…………………………………………………......……………………….....XI
IX
RESUMEN
La evaluación se define como un término que abarca una variedad de métodos o
herramientas que los educadores utilizan para medir, evaluar y documentar la preparación
académica, el progreso del aprendizaje, la adquisición de habilidades o las necesidades
educativas de los estudiantes. En nuestro contexto, la evaluación se menciona en los
Lineamientos del Currículo Nacional (2014). Por lo tanto, los maestros deben de evaluar el
rendimiento de los estudiantes en la asignatura de lengua extranjera: Inglés, para garantizar
el nivel B1 que deben obtener al final de sus estudios. A pesar de estos antecedentes, a
través de un análisis previo se determinó como problema que el proceso de evaluación no
refleja el rendimiento real de los estudiantes, ya que sus calificaciones muestran resultados
positivos, sin embargo, capacidad para producir el idioma niega este hecho. Por lo tanto,
este estudio se enfoca en hacer un diagnóstico de la manera en la cual se aplica la
evaluación formativa y sumativa dentro del proceso de enseñanza y aprendizaje del idioma
inglés en Unidad Educativa "Vicente Anda Aguirre". Para lograr los objetivos establecidos,
un docente de inglés y 40 estudiantes de Primer Año de Bachillerato "A" fueron tomados
como población. El tipo de estudio desarrollado es cualitativo con nivel exploratorio;
mientras que el método cualitativo empleado es etnográfico. Además, se utilizó una técnica
de observación no participativa ya que el investigador desempeñó un rol pasivo; se
aplicaron dos guías de observación para recopilar información confiable. Los resultados de
la investigación se muestran mediante: una descripción del proceso de evaluación, además
de un análisis contrastivo entre las calificaciones escolares de los estudiantes y su
competencia comunicativa real en inglés.
Palabras Clave: evaluación formativa, evaluación sumativa, calificaciones y competencia
comunicativa.
X
- 1 -
INTRODUCTION
Assessment is an embracing term, which encompasses a range of methods and
techniques focused on identifying how well students are learning. According to Hanna &
Dettmer (2004) assessment helps instructors to gather data about their teaching and their
students’ learning, thus it becomes a potential source of faithful information to be used in
the decision making process. Biggs & Tang (2007) suggest an effective way to categorize
or organize the myriad approaches regarding to assessment, it is using the
summative/formative distinction. The authors state that the main difference between
summative and formative assessment is the purpose for conducting the assessment.
For Trumbull and Lash (2013) formative assessment refers to the tools that identify
misconceptions, struggles, and learning gaps along the teaching and learning process and
assess how to close those gaps. If it is used effectively, it can even foster students’ abilities
to take ownership of their learning and understand that the goal is to improve learning, but
not to apply final marks. In contrast, the same authors say that, summative assessment
evaluates student learning, knowledge, proficiency, or success at the conclusion of an
instructional period.
There are lots of benefits if assessment is used as conceived in its epistemological
essence. But unfortunately, in our context assessment is an issue stated just in official
documents such as the National Curriculum Guidelines (2014) and the Ecuadorian in-
service English Teacher Standards (2012). There is evidence that teachers contemplate
assessment when developing their syllabus and lesson plans; but also, there are signals that
it is hardly ever applied or considered at least, in the real teaching and learning process.
This fact is evidenced at Unidad Educativa Vicente Anda Aguirre after some observations.
It seems that particularly in the English subject summative and formative assessment is not
well conceived and so the process does not reflect the real academic conditions.
The “Unidad Educativa Vicente Anda Aguirre” is located in the city of Riobamba,
Chimborazo province. Its mission is “to train professionals with high humanistic, scientific,
technological and artistic level in each specialty with a deep sensitivity which responds to
- 2 -
the national and international culture through the perfection of works of art and pedagogical
strategies, in accordance with the quality requirements that the new millennium demands,
diversifying the preparation of the music educator in their superior studies, prioritizing the
instrumental, vocal, composing and direction of groups.” There are 900 students and 86
teachers responsible of different departments, such as English area in which there are 4
teachers.
This study aims to analyze the effectiveness of summative and formative assessment in
the mentioned context. For this purpose, an observation sheet was used to diagnose how the
English teacher assesses students; furthermore, another observation guide was applied in
order to identify the students’ real English language in contrast to their school grades. Due
to the fact of working with human resources, the ethnographic method was used. Therefore,
the method used is the qualitative, since the results are presented descriptively.
The thorough analysis of the problem and the faithful data obtained will help teachers to
rethink their conceptions about assessment and so, if possible, restructure the process; this
fact confirms the importance, pertinence and feasibility of the study.
The present research has been organized systematically in five chapters:
- Chapter I. - Referential framework that covers the problem statement, general and
specific objectives, and justification, in which the significance of the study is
shown.
- Chapter II. –Theoretical framework that contains aspects related to background
studies of previous investigation, classroom assessment, assessments (summative
and formative), characteristics of classroom assessment, teacher’s role in the
assessment process, and basic terms definitions.
- Chapter III. – Methodological framework related to the design and type of the
research, population, instruments and techniques for data collecting, fieldwork and
procedure used to develop this research work.
- Chapter IV. – Contains the analysis and interpretation of results.
- Chapter V. – It shows conclusions and recommendations of the present research. In
addition reverences and annexes.
- 3 -
CHAPTER I
REFERENTIAL FRAMEWORK
1.1 RESEARCH PROBLEM
The assessment process does not reflect the students’ real English competence since
their school-grade records seems to be good, but their capability to use the language denies
this fact.
1.2 PROBLEM STATEMENT
Nowadays, English has become the predominant language that people use to
communicate. That is why Education Departments all around the world are working hard to
improve English language learning in their schools (Glisan, Uribe & Adair-Hauck, 2007),
so students must be able to use that language effectively. However, the way to apply an
effective assessment must be improved according to McNamara (2001) who say that
promote “a practical rather than a theoretical command of the language” is better than use
pencil and paper. In addition, assessment allows both teacher and students to monitor their
progress towards achieving learning objectives, and can be approached in a variety of ways
(Trumbull and Lash 2013). The authors affirm that if used effectively, assessment can
bolster students’ abilities to take ownership of their learning.
According to Espinoza (2015) the importance of assessment in the success of the
education process in Ecuador depends of the teaching and assessment because both must go
hand in hand, on the contrary the students’ learning cannot be truly effective if it is not
directly connected to effective assessment as well. Hence, assessment is not something they
use in the real practice; in most of the cases, it only appears in the documents or
government policies of National Curriculum Guidelines (2014), nevertheless teachers
develop according to the purposes set.
This fact was evidenced at Unidad Educativa “Vicente Anda Aguirre” after some
observations. It seems that particularly in English subject, summative and formative
- 4 -
assessment must be improved; consequently, students’ real academic condition is not
reflected. In other words, in the school-grade-records most of the students present good
marks, which would be understood as the majority of them have a good English level,
however, they do not.
In this study, it is assumed that the students’ school-grades do not fit with their
capabilities to use the English language. Therefore, it is stated that summative and
formative assessment are not being applied appropriately. The study attempts to analyze the
effective use of these kinds of assessment with students at Primero de Bachillerato “A” at
Unidad Educativa “Vicente Anda Aguirre” located in the city of Riobamba, Chimborazo
province.
According to our context English reality, this project entitled “Analysis of the effective
use of summative and formative assessment at Primer Año de Bachillerato class “A” at
Unidad Educativa “Vicente Anda Aguirre” in the city of Riobamba, Chimborazo province,
during the academic period 2018-2019”, aims to contribute to make the assessment
effectively.
1.3 FORMULATION OF THE PROBLEM
How effective are summative and formative assessment in the English teaching and
learning process with students at Primer Año de Bachillerato “A” at Unidad Educativa
“Vicente Anda Aguirre”?
1.4 GUIDING QUESTIONS
1. How is formative assessment being applied?
2. How is summative assessment being applied?
3. How well do the school-grades reflect students’ English level?
- 5 -
1.5 OBJECTIVES
1.5.1 GENERAL OBJECTIVE
To analyze the use of summative and formative assessment in the English teaching and
learning process at Unidad Educativa “Vicente Anda Aguirre”, Primer Año de Bachillerato
“A”.
1.5.2 SPECIFIC OBJECTIVES
To find out how formative assessment is being applied.
To find out how summative assessment is being applied.
To contrast the students’ English level with their school-grades.
- 6 -
OBJECTIVES OPERATIONALIZATION (TABLE)
Done by: Nataly Ayala
AREA OF
STUDY
QUESTIONS OBJECTIVES
GENERAL GUIDING GENERAL SPECIFIC
Language
Assessment
and
Evaluation
How
effectively
summative
and formative
assessment
are being
applied in the
English
teaching and
learning
process at
Unidad
Educative
“Vicente
Anda
Aguirre”,
Primer Año
de
Bachillerato
“A”.
1. How is
formative
assessment
being
applied?
To analyze the
use of
summative and
formative
assessment in
the English
teaching and
learning process
at Unidad
Educativa
“Vicente Anda
Aguirre”, Primer
Año de
Bachillerato
“A”.
1. To find out
how formative
assessment is
being applied.
2. How is
summative
assessment
being
applied?
2. To find out
how
summative
assessment is
being applied.
3. How well do
the school-
grades reflect
students’
English
level?
3. To contrast the
students’
English level
with their
school-grades.
- 7 -
1.6 JUSTIFICATION
In education, assessment is used to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational students’ needs, and it is
defined as a term, which encompasses a range of methods, or tools. In our context
assessment is a compulsory issue stated by the Ministry of Education in the National
Curriculum Guidelines (2014). In this way, according to Ecuadorian in-service English
Teacher Standards (2012), the process of assessing students’ English performance is
required in order to ensure that students are competent to get B1 level of English
proficiency based on the Common European Framework of Reference for Languages.
Based on this background, in Ecuador assessment is a compulsory issue in the
educational field. However, there has been evidence that the assessment process is being
performed in a wrong way. According to Lash (2013) assessment must promote a future
“feedback”, that is to say that there must be an explanation about the results as well as a
necessary reinforcement. Nevertheless, in our context summative and formative assessment
are not being applied appropriately due to the fact that teachers and students are concerned
about the grades but they do not focus their main attention to real knowledge.
Consequently, when learners fulfill the educative requirements, their scores show good
results, however they do not show a meaningful English competence.
Therefore, this research allows analyzing how the assessment process is being carried
out in an institution from the locality, in this case in Unidad Educativa “Vicente Anda
Aguirre”. Though analyzing the way in which students’ are assessed, it has been noticeable
that the school grade records do not reflect the real students’ capability to use the English
language. Hence, it is beneficial for the locality because teachers could take this
investigation as a reference in terms of identifying strengthens and weakness of assessment,
in addition they can establish the real purposes of assessing. Thus, teachers could take
decisions to perform the formative and summative assessment effectively in order to aid
students to achieve a real English proficiency.
This research is also important for my future professional development due to it is
necessary to know how to apply effectively formative and summative assessment along the
- 8 -
English teaching and learning process. In addition, the results of this work allows
consciousness of evaluating students’ performance a whole, not only with scores, but also
with activities that prove their capability to use the language.
Finally, this project was feasible since it was authorized and supported by the authorities
and teachers of Unidad Educativa “Vicente Anda Aguirre” located in the city of Riobamba,
Chimborazo Province. In addition the students of Primer Año de Bachillerato “A” were
willing to be part of this investigation. In the methodological part, the instrument of data
collection was applied successfully in order to present reliable information. Finally the
economic aspect was feasible due to the project cost was according to the researcher’s
budget.
- 9 -
CHAPTER II
2. THEORETICAL FRAMEWORK
2.1 BACKGROUND STUDIES REGARDING TO THE RESEARCH PROBLEM
Once, analyzed the virtual repository of the Universidad Nacional de Chimborazo, there
were identified some studies related to assessment. For instance, the study developed by
Ramirez and Samaniego (2016) “To analyze the importance of feedback as a technique in
assessment process with the students of 10th education general básica, class “A” at Unidad
Educativa “Juan de Velasco” during academic period 2015-2016”. In this study, the
authors mention that the assessment and feedback process is focused on improving
students’ learning development. Nevertheless, nowadays in some schools the assessment is
applied traditionally, it means as a simple process to provide information of the last topics,
and the grades students get in the exams reflect their whole English performance.
Worldwide, the studies developed regarding to assessment are countless. In this study,
for building up the theoretical foundations, principally it will be considered the
contributions by Garrison, C., & Ehringhaus, M. (2007), Hanna, G. S., & Dettmer, P. A.
(2004), Biggs, J., & Tang, C. (2007), Trumbull, E., & Lash, A. (2013), Willis, J., & Cowie,
B. (2014); since their conceptions about assessment fits with the study approach and
objectives.
2.2 THEORETICAL FOUNDATIONS
This study theoretical framework is built up with the necessary scientific information,
which helps the researcher to understand the principal factors related to the study. It means
summative and formative assessment and their relation to the students’ academic
performance.
2.2.1. CLASSROOM ASSESSMENT
Classroom Assessment is understood as the observation of students in the process of
learning, the gather of regular feedback on students’ learning, and the design of small
classroom experiments that provide information about how students learn and how they
- 10 -
respond to particular teaching approaches. Classroom assessment helps teachers obtain
useful feedback on what, how much, and how well their students are learning; this
information results extremely beneficial for both teachers and students since it gives them
the opportunity to refocus their teaching to help students make their learning more efficient
and more effective (Astin, 2012).
Frith & Macintosh (1984) explain that the idea of assessment is to encourage students to
reflect on and monitor their own learning processes through feedback and opportunities to
improve and set future goals. While, Willis and Cowie (2014), qualify to assessment as a
dynamic space in which teachers learn about their students as they learn with their students,
and where all students can be empowered to find success.
For Biggs & Tang (2007) assessment is an embracing term, which encompasses a range
of methods and techniques. In this context, the authors propose an effective way to
categories or organize the myriad approaches regarding to assessment, it is using the
summative/formative distinction. Trumbull and Lash (2013) advocate that formative
assessment refers to tools that identify misconceptions, struggles, and learning gaps along
the teaching and learning process and assess how to close those gaps. If used effectively, it
can even bolster students’ abilities to take ownership of their learning and understand that
the goal is to improve learning, but not apply final marks. In contrast, the same authors say
that, summative assessment evaluates student learning, knowledge, proficiency, or success
at the conclusion of an instructional period.
2.2.2. FORMATIVE AND SUMMATIVE ASSESSMENT
2.2.2.1. FORMATIVE ASSESSMENT
Biggs & Tang (2007) claim that it is used for providing constructive feedback to
improve learning and understanding. It is carried out during the instructional process, while
learning is taking place, and while learning is occurring. Astin (2012) affirms that
formative assessment helps the student and teacher to find out what the student knows, so
that the teacher can address any areas of weakness or misconceptions in subsequent
lessons. These adjustments help to ensure students achieve targeted standards based
learning goals within a set time frame (Garrison & Ehringhaus, 2007).
- 11 -
The interactive nature of formative assessment provides opportunities to develop more
nuanced views about how students learn and adapt. Frith & Macintosh (1984) explain that
formative assessment focuses on the process toward completing the product. The same
author states that the product of formative assessment may never be qualified; in
consequence, formative assessment does not form part of the students’ final mark.
In formative assessment, it is stated the approach that students learn effectively by
making and reflecting about their learning, their weaknesses and strengths; using formative
assessment teachers have the necessary information to determine the next steps and
strategies or policies to stablish in order to help students deal with their academic problems
(Garrison & Ehringhaus, 2007).
Macintosh (2010) proposes some strategies to effectively use formative assessment and
build up a classroom environment in which students can take advantage of every single
opportunity they have to improve.
1. Observations during in-class activities including observations of students non-
verbal feedback during lecture
2. Homework exercises as review for exams and class discussions
3. Reflection journals that are reviewed periodically during the semester
4. Question and answer sessions, both formal (planned) and informal (spontaneous)
5. Conferences between the instructor and student at various points in the semester
6. In-class activities where students informally present their results
7. Student feedback collected by periodically answering specific questions about the
instruction; and their self-evaluation of performance and progress
2.2.2.2. SUMMATIVE ASSESSMENT
For Garrison & Ehringhaus (2007) summative assessment is applied periodically to
determine what students know and do not know at a particular point in time, it is usually
carried out at the end of an academic term. Usually, summative assessment causes, in
students, a degree of anxiety since the grades they received from this, are final and can
affect their future academic plans (Biggs & Tang, 2007).
Hanna & Dettmer (2004) suggest that grades are usually an outcome of summative
assessment and it is assumed that these indicate whether students have an acceptable level
- 12 -
of knowledge, if they are able to effectively progress to the next part of the class or if they
can be promoted to the next academic standing.
The same authors advocate that due to summative assessment are taken at the end of
instruction term, it becomes a suitable tool to evaluate the effectiveness of programs, school
improvement goals, alignment of curriculum, or student placement in specific programs.
For an effective use of summative assessment Frith & Macintosh (1984) propose some
strategies, which are mentioned as follows:
1. Regular class examinations
2. Final examination (a truly summative assessment)
3. Term papers assessment
4. Projects
5. Portfolios
6. Performances
7. Student evaluation of the course (teaching effectiveness)
Garrison & Ehringhaus (2007) complement the proposal mentioning that state
assessments, district benchmark or temporary assessments, end-of-unit or chapter tests,
end-of-term or semester exams, are also part of summative assessment.
School grades, which in Ecuador is a scale-number system that goes from 1 to 10, are
considered the visual evidence or quantifiable result that reflect how well an academic term
went on. The scale system has five ranges by which students are placed depending the
results they get after a summative evaluation task.
9.00 - 10.00 Excellent
8.00 - 8.99 Good
6.50 - 7.99 Average
5.00 - 6.49 Needs Improvement
0.00 - 4.99 Fail
- 13 -
2.3. ASSESSMENT AND LEARNING
Garrison & Ehringhaus (2007) assert that for an effective teaching and the
accomplishment of good learning results, the process must go further than just considering
the methodology for sharing the subject, the resources or syllabus established for the
purpose. The authors sustain that in essence, this success depends on the quality of
evaluation; in other words, the information obtained from assessment is vital for a
successful teaching and learning.
In this respect, Hanna & Dettmer (2004) stand that assessment helps instructors to
gather important qualitative data about their teaching and their students’ learning, thus it
becomes a potential source of faithful information to be used in the decision making
process.
It is sustained that for assessment to be effective, it has to be managed without
compromising the quality of student learning. To accomplish this target Davies, et al.
(2012) proposes some strategies to be considered:
1. Use self- and peer-assessment as one form of assessment to create a learning
experience. Both can promote self-awareness and reflection.
2. A group-based assessment will reduce the marking load provided that a group turns
in a single piece of work to be assessed.
3. Consider on-line testing as an option though security is questionable.
4. Have an optional writing assignment for extra credits.
5. Break up lengthy papers into subparts due throughout the semester.
6. Stagger paper due dates using random assignment or encourage some students to
hand in papers early for extra credit.
7. Allow a student’s lowest grade to be dropped. If satisfied with their grade, they can
use the final as their dropped grade and choose not to take the exam.
8. Prepare spreadsheets for recording homework and grades to facilitate computation
of final grades.
9. Each class, collect homework from randomly assigned recitation groups.
10. When returning exams, place them on a table in alphabetical order. To prevent
students from looking at others’ grades or from taking exams of those with higher
grades, place a grade sheet with comments inside the exam.
- 14 -
11. Provide students with answer keys when they exit the examination room or post
answers on a course Web page.
2.4. CHARACTERISTICS OF CLASSROOM ASSESSMENT
For assessment to be efficient and effective, the process has to have some essential
characteristics, for Angelo & Cross (1988) an optimum assessment have to be as follows:
Learner Centered. – It is focused on observing and improving learning, rather than on
observing and improving teaching.
Teacher‐Directed. - The teacher individually decides what to assess, how to assess and
how to respond to the information gained through the assessment.
Mutual Beneficial. – Students reinforce course content and strengthen their self-
assessment skills, teachers sharpen their teaching focus by asking three questions: What are
the essential skills and knowledge I am trying to teach?, How can I find out whether
students are learning them? And How can I help students learn better?.
Formative. – Its purpose is to improve the quality of students’ learning, not to provide
evidence for evaluating or grading students, it provides information on what, how much,
and how well students are learning.
Context-specific. – The assessment technique is chosen to fit the subject matter and the
needs of a particular class.
Ongoing process. – Through the creation and maintenance of classroom feedback-loop,
communication between teacher and students becomes more efficient and effective within a
dynamic in which students receive early feedback, which will help them to know in
advance their weaknesses and so do the necessary adjustment to face the problems.
2.5 THE TEACHER’S ROLES IN THE ASSESSMENT PROCESS
From Harlen & Crick (2003) points of view, when planning assessment activities is
extremely important to take into account the broad extend of students’ background; in
consequence, variety is necessary to cater for learners’ difference.
Teachers have to be conscious than the word “evaluation” is one of those that students
prefer not to listen, since it is considered a punish practice which has the only purpose of
- 15 -
promoting or not students to the next level (Ninomiya, 2016). For that reason, the principal
role of teachers in this process is to change the students’ perspective in relation to
assessment, teachers have to encourage students to understand that the principal reason for
using assessment is to identify their weaknesses and strengths and so take the most suitable
strategies according to the situation.
2.6 BASIC TERMS DEFINITIONS
This section is essential for a good understanding of the study since there are some
particular terms involved in this work, which have a specific meaning, so they have to be
understood as follows:
Assessment: It is of gathering information about their students’ performance.
Summative assessment: It constitutes the evaluation that teachers carry out at the end of
an academic term to verify the students’ level.
Formative assessment: It is related to all of the activities the teachers apply along the
school year to gather information about how well they are learning and if necessary rethink
or restructure the process in benefit of students.
Feedback: It is the process by which teachers and students give information about each
other academic performance.
Effectiveness: It is the quality that is assigned to a strategy, method, technic, or in general,
to a process that has accomplished the set goals.
Process: It seems as the steps followed to accomplish a determined activity.
School-grades: They are the marks students get for their homework, classwork,
evaluations, projects, etc.
- 16 -
CHAPTER III
3. METHODOLOGICAL FRAMEWORK
3.1. RESEARCH DESIGN
Due to the characteristics of the study, it belongs to the qualitative approach because it
aims to analyze the effectiveness of summative and formative assessment in the academic
context where the students of Unidad Educativa “Vicente Anda Aguirre”, Primero de
Bachillerato class “A” are involved. Accordingly, it is a descriptive investigation. The
study focuses on reflecting if the school-grades are pertinent to the students’ English level,
thus, it is required to determine if the assessment process is being applied effectively or not.
Hence, this research is proposed in a non-experimental design.
3.2. TYPE OF INVESTIGATION
Qualitative: It aims to analyze and describe the way in which summative and formative
assessment are being applied in the academic context. In addition, this work corresponds to
a field investigation, since the process of colleting information took place in the institution
established for this study.
3.3. LEVELS OF RESEARCH
Descriptive research: The study attempts to describe how the assessment process is
being performed. In addition, thought an analysis, the students’ schools – grades and
students’ real capacity to use English language had been contrasted.
3.4 METHODS OF RESEARCH
Ethnographic method: It has been extensively evidenced that this method is the most
suitable to carry out studies related to the educational field, due to the use of human
resources.
3.5 POPULATION AND SAMPLE
Population: The population is conformed by: 1 teacher and 40 students coursing the
Primero de Bachillerato “A”, at Unidad Educativa “Vicente Anda Aguirre” located in the
City of Riobamba, Chimborazo province.
Sample: Since the population is relatively small, it is not necessary to take a sample.
- 17 -
3.6. TECHNIQUES AND INSTRUMENTS FOR COLLECTING DATA
For data collection process scientific approaches stated in the theoretical framework
were taken into account. The technique applied was non – participatory observation,
since the researcher played a passive role in the process of collecting data. Consequently,
the instruments are: two observation sheets, one to determine how the teacher assesses
students, and the other one to identify the students’ real performance in relation to their
school grades. Therefore, the school grades are seen as a source of information. For this
purpose, the school-grade records were asked following the protocol established by the
institution in order to obtain the legal authorization to use them in this study.
3.7 PROCEDURE
This project has had different phases such as:
- Preparatory: First, it was necessary to punctualize the area of the study, which is
“Language Assessment and Evaluation”, since it was required to analyze how the formative
and summative assessment are being applied at Unidad Educativa "Vicente Anda Aguirre".
In addition, all the general aspects and scientific foundations were prepared to begin with
the project development.
- Data collection: Consequently, the information was collected using the observation
sheets. The work field process was performed in December in the place set for the research
work.
- Analysis of information: Then, the data was synthetized in order to develop the analysis
of project results.
- Informative stage: Finally, the final report was written.
3.8 WORK FIELD
Concerning to the problem of the investigation, there were applied two observation
sheets, which are: one to determine how the teacher assesses students, and the other one to
identify the students’ real performance in relation to their school grades.
The Work Field was performed in the following order:
- 18 -
To carry out this research, it was requested the permission to the principal of
Unidad Educativa "Vicente Anda Aguirre".
The observation sheets were applied in order to observe the way in which teachers
perform formative and summative assessment, and students’ language knowledge
(their grades).
The data collecting process was done during December 2018.
The information was processed to perform the analysis of results.
The research work was concluded by developing the final inform for its subsequent
presentation.
- 19 -
3.9 OPERATIONALIZATION OF SPECIFIC OBJECTIVES
SPECIFIC OBJECTIVE INDICATORS RESPONSIBLE CONTEXT
INSTRUMENTS
AND
TECHNIQUES
• To find out how
formative assessment is
being applied.
The teacher gives regular constructive
feedback on students’ learning and
understanding
The teacher designs small classroom
experiments that provide information
about how students learn and how they
respond to particular teaching approaches
The teacher feedbacks students on what,
how much, and how well they are learning
The teacher fosters students to reflect on
and monitor their own learning processes
through feedback
The teacher considers that assessment is an
effective way to reinforce students’
abilities to take ownership of their learning
The teacher adjusts her teaching strategies
due to the information she got form
assessment
The teacher considers that the product of
formative assessment may never be qualified
(for a school-grade).
Researcher Primero
Bachillerato
“A” at Unidad
Educativa
“Vicente
Anda
Aguirre”
Technique:
Observation
Instrument:
Observation Sheets:
- Teacher’s
- Sttudents’
- 20 -
The teacher uses strategies such as:
observations during in-class activities,
reflection journals, question and answer
sessions, conferences between the
instructor and student, teacher and student
feedback.
The teacher uses the assessment results to
refocus her teaching and to help students
make their learning more efficient and
more effective
• To find out how
summative assessment is
being applied.
The teacher applies summative
assessment periodically to determine what
students know and do not know at a
particular point in time
The teacher considers that grades are the
principal outcome of summative
assessment
The teacher considers that summative
assessment determines whether students
have an acceptable level to be promoted to
the next academic level
The teacher ponders that summative
assessment defines the effectiveness of
programs, school improvement goals,
alignment of curriculum, or student
placement in specific programs
Researcher Primero
Bachillerato
“A” at Unidad
Educativa
“Vicente
Anda
Aguirre”
Technique:
Observation
Instrument:
Observation Sheets:
- Teacher’s
- Students’
- 21 -
Done by: Nataly Ayala
The teacher uses summative assessment
strategies such as: regular class
examinations, final examination, term
papers assessment, projects, portfolios,
performances, student evaluation of the
course.
• To contrast the students’
English level with their
school-grades.
Students’ English level.
Students school-grade records
Researcher Primero
Bachillerato
“A” at Unidad
Educativa
“Vicente
Anda
Aguirre”
Technique:
Observation
Instrument:
- Students’ school-
grades
- 22 -
CHAPTER IV
4.1 ANALYSIS AND INTERPRETATION OF RESULTS
In order to accomplish all the objectives set, a description of results is being presented:
Objective Nº 1
To find out how formative assessment is being applied.
According to the collected information, it is noticeable that formative assessment must be
improved at Unidad Educativa “Vicente Anda Aguirre”. The observation file was used to
gather the main aspects of formative assessment and its accomplishment, however three of
the aspects were the most important to analyze in order to observe If it was applied
effectively or not. Therefore, the three main aspects are the assessment focus, process and
consequence.
First, at Unidad Educativa “Vicente Anda Aguirre”, teachers are not focused on creating a
friendly environment in which students feel encouraged to learn or participate to build up
their own knowledge. In fact, a frightening atmosphere surrounds students where the
teacher is concerned in assigning a “number” to categorize students and their progress.
Therefore, learners do not feel motivated to learn guided by their facilitator, instead of this
they are focused on getting good “scores”.
In addition, there are lots of activities that could propitiate a good assessment such as:
question and answer sessions, spontaneous activities, discussions, reflections, classwork,
role-plays, etc. Based on this background, in Unidad Educativa “Vicente Anda Aguirre”
teachers assign students activities to complete, create, think, write and so on, in fact
teachers help students to do their work and monitor their progress. Nevertheless, all the
activities are graded, so, when students do not understand or make mistakes they lose
points. That is why this kind of evaluation makes teachers think on a way to reinforce the
content to help students to improve.
Finally, the last aspect to be concerned is the formative assessment about its ongoing
activity; the evaluation takes place during the whole learning process. Not just one time,
- 23 -
but several times. Hence, teachers should be aware of assessing students is not just
assigning grades; it is to monitor, help, reinforce, guide, provide feedback, make changes,
make decisions, etc. Bearing in mind that the purpose is fostering students’ meaningful
learning, formative assessment must be considered as a process not as a product.
Unfortunately, in Unidad Educativa “Vicente Anda Aguirre” assessment is seen as an
established evaluation that takes place when students finish an activity or a test, teacher
does not pay attention to assess the whole process, they just consider the final product to
provide a score (number) to students.
To sum up, the formative assessment is not being developed effectively in Unidad
Educativa “Vicente Anda Aguirre”. Both, teachers and students do not fulfill the goals they
are supposed to, since their roles are not well performed. It means that teachers are not
focused on providing feedback to reinforce and help students to improve; in fact, they are
focused on assigning grades and complete the platform. In the same way, students are
concerned about approving the school term, so their effort is centered on getting “good
scores” even if they do not learn meaningfully (they can not communicate in English).
Hence, even if students are evaluated, their grades reflect a product not a process.
THEORY CONTRAST
Assess formatively is to monitor students’ learning to provide ongoing feedback that can be
used by teachers to improve their teaching and by students to improve their learning
(Eberly Colleague, 2016). According to Macintosh (2010) formative assessment process
requires to build up a classroom environment in which learners feel advantage of every
single opportunity they have to learn and improve.
It is essential to understand that when formative assessment is used, as a technique to
evaluate students’ competence, the activities performed must not be graded (Hanna &
Dettmer, 2014). According to Eberly Colleague (2016) when formative assessment is being
used, the main aim is not to provide a grade, instead of that, the formative process is
focused on identifying students’ strengths and weaknesses and in case they have problems
or misunderstandings, teacher must provide a feedback to clarify doubts and foster
meaningful learning.
- 24 -
Objective Nº 2
To find out how summative assessment is being applied.
Taking into account an observation sheet was applied in order to diagnose how the
summative assessment is being carried out at Unidad Educativa “Vicente Anda Aguirre”.
There were identified some principal weaknesses in that evaluation process such as: the
main focus, the way of assessing and the assessment subsequence.
First, at Unidad Educativa “Vicente Anda Aguirre”, teachers are interested in grading
students, then, they are categorized based on their results; nevertheless, the results could be
used to guide efforts to improve and enhance students’ capabilities.
Second, the way of learners are assessed summatively must be propositive. Therefore, the
way of assessing students could not be seen as a “high strake”. At Unidad Educativa
“Vicente Anda Aguirre”, most of the time the way of grading students follows the same
sequence and model, hence, students’ get their scores but they do not receive feedback or
reinforcement. Thus, for varying the way to assess, some activities could be used such as:
projects, performances, end of units, etc. In short, for an effective application of summative
assessment it is necessary summative assessments can be a powerful tool to quantify
student learning. A good process of assessing students stops the misconception of
“frightening time”.
Lastly, there has been evidenced that at Unidad Educativa “Vicente Anda Aguirre”,
students feel frustrated because they do not get good scores and consequently teachers tend
to categorized them as “numbers”. It means that students are valued for their grades, but in
some cases learners’ academic records does not fit with their real performance. So, it is
important to avoid stereotyping students since their test or final project grades, it is really
essential to be conscious of their process of learning and whole development.
In short, there are some weaknesses in the process of assessing students summatively in this
institution, but it is a general problem, which is present in our educational system. Both
teachers and students are focused on “grades” but not in real learning. Therefore, the way
of assessing, the purposes and the judgments taken from the results of this process, must
- 25 -
propitiate decisions to improve the teaching and learning process in order to develop a real
English proficiency.
THEORY CONTRAST
According to Eberly Colleague (2016) the goal of summative assessment is to evaluate
students’ learning at the end of an instructional period by comparing it against the
established standards. Quoting to Northern Illinois University (2014) summative
assessment is defined as a product-oriented process due to its focus is on assessing the
students’ final “product”, it means what they have learned or how they are able to do at the
end of an academic term. While it is true that Garrison & Ehringhaus (2007) argue that by
summative assessment students’ performance is graded quantitatively;
According to Lynch (2016) summative assessment must fulfill five principal aspects such
as: authenticity, reliability, volume, validity, and variety. The consequences summative
assessment entails are usually students' degree of anxiety since the grades they get, and the
wrong “categorization” (Biggs & Tang, 2007).
Objective Nº 3
To contrast the students’ English level with their school-grades.
To develop this contrastive analysis between students’ school-grades and students’ real
English competence it is necessary to make a brief explanation by using a graphic
organizer. Since it is not a quantitative study the number data is not detailed, however in
short terms the class situation as follows:
Grades Number of Students
From 5 to 6 3
From 7 to 8 25
From 9 to 10 12
Total 40 students
- 26 -
According to this result, there are 37 students who have good marks, however just 3
students do not get the appropriate grade to be promoted to the next academic term. Based
on this background it is supposed that students are able to produce the language and their
English proficiency is high.
Nevertheless it was applied an observation sheet in order to recognize if the “high scores”
reflect the students’ real knowledge. After observing students’ performance in their
academic environment, the results are expressed as follow:
Parameters Almost
always
Sometimes Rarely Never
Students use the language to ask questions,
requirements, and clear doubts X
Students discuss possible answers about the
topic, interact, and have an active role during
the class.
X
Students are able to communicate in English X
Students take notes during the class X
Students use their knowledge to help and
support each other. X
Students are able to develop the four skills of
the English language. X
Students are able to clear their doubts through
feedback. X
Students are able to answer the teacher’s
questions effectively X
They worry about the final tests because of
their grades. X
Students prefer to copy the tasks, homework,
and exercises to get good marks X
- 27 -
After understanding the aspects, it is obvious that students’ performance is not reflected by
the “grades” they got. Due to the fact that teachers and students are concerned to fulfill the
standards of qualification instead of focusing of promoting real learning outcomes.
Therefore, students are not able to produce the language; neither to communicate nor
develop their English proficiency.
- 28 -
CHAPTER V
5. CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Formative assessment is not being performed in an effective way, since
teachers’ are concerned on assigning grades without fostering students’
meaningful language learning.
Summative assessment is focused on assigning grades to students, to categorize
them in “good” or “bad” learners due to the “numbers” they got.
Students’ real language competence or capabilities are not shown by the school
grade records, since most of students get good grades, nevertheless, they are not
able to produce the language.
RECOMMENDATIONS
Different ways to assess formatively students should be bear in mind to evaluate
students’ performance as a whole, not only focused on grades.
Something important that should take into account that even when summative
assessment is focused on assigning a “number” to qualify students’
performance, they are not exactly what their grades show.
The institution authorities must provide training to teachers concerning to how
to apply effectively summative and formative assessment in order to improve
students’ language competence, since their grades does nor fit with their real
English performance.
- 29 -
REFERENCES
Angelo, T. A., & Cross, K. P. (1988). Classroom assessment techniques. A
handbook for faculty, Office of Educational Research and Improvement,
Washington, DC.
Astin, A. W. (2012). Assessment for excellence: The philosophy and practice of
assessment and evaluation in higher education. Rowman & Littlefield Publishers.
Biggs, J., & Tang, C. (2007). Setting the stage for effective teaching. Teaching for
quality learning at university, 31-59.
Davies, A., et al. (2012). Leading the Way to Assessment for Learning: A Practical
Guide. 2nd Edition. Connections Publishing and Bloomington, IN: Solution Tree
Press.
Eberly colleague (2016). Teaching Excellence & Educational Innovation.
Frith, D. S., & Macintosh, H. G. (1984). A teacher's guide to assessment. Stanley
Thornes.
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in
the classroom.
Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using
context-adaptive planning. Boston, MA: Pearson A&B.
Harlen, W., & Crick, R. D. (2003). Assessment in education: Principles, policy &
practice.
Lynch Matthew (2016) THE FIVE MAJOR FEATURES OF SUMMATIVE
ASSESSMENTS
Ninomiya, S. (2016). The Possibilities and Limitations of Assessment for Learning:
Exploring the Theory of Formative Assessment and the Notion of “Closing the
Learning Gap”. Educational Studies in Japan, 10, 79-91.
Northern Illinois University 2014 Formative and Summative Assessment
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights
from learning theory and measurement theory. San Francisco: WestEd.
Willis, J., & Cowie, B. (2014). Assessment as a generative dance. In Designing
assessment for quality learning (pp. 23-37). Springer, Dordrecht
- 30 -
Espinosa, L. F. (2015). Effective use of performance-based assessments to identify
English knowledge and skills of EFL students in Ecuador. Theory and Practice in
Language Studies, 5(12), 2441-2447.
McNamara, T. (2001). Language assessment as social practice: Challenges for
research. Language Testing, 18(4), 333-349.
XI
ANNEXES
XII
UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN, HUMANAS Y
TECNOLOGÍAS
CARRERA DE IDIOMAS
OBSERVATION GUIDE
Objective: To find out how formative and summative assessment are used.
Instruction: Tick the statements that best fits your opinion.
Parameters Usually Sometimes Rarely Seldom
Formative Assessment
The teacher gives regular constructive feedback
students’ learning and understanding.
The teacher designs small classroom
experiments that provide students information
about how they learn and how they respond to
particular teaching approaches.
The teacher feedbacks students on what, how
much, and how well they are learning.
The teacher fosters students to reflect on and
monitor their own learning processes through
feedback.
The teacher considers that assessment is an
effective way to reinforce students’ abilities to
take ownership of their learning.
With the information gotten from assessment,
the teacher adjusts her teaching strategies in
order to help students overcome their academic
weaknesses.
The teacher assigns a grade to formative
assessment.
To assess students formatively the teacher uses
strategies such as Observations during in-class
activities, Reflection journals, Question and
answer sessions, Conferences between the
XIII
instructor and student, teacher and Student
feedback.
The teacher uses the assessment results to
refocus her teaching practice and to help
students make their learning more efficient and
more effective.
Summative Assessment
The teacher applies summative assessment
periodically to determine what students know
and do not know at a particular point in time.
The teacher applies summative assessment just
at the end of an academic term to determine
what students know and do not know at a
particular point in time.
The teacher considers that grades are the
principal outcome of summative assessment.
The teacher considers that summative
assessment determines whether students have an
acceptable level of knowledge to be promoted
to the next academic level.
The teacher believes that summative assessment
constitutes only one of the factors that
determine the effectiveness of programs, school
improvement goals, alignment of curriculum, or
student placement in specific programs
alignment of curriculum, or student placement
in specific programs.
For grading students, the teacher uses
summative assessment strategies such as
Regular class examinations, Final examination,
Term papers assessment, Projects, Portfolios,
Performances, Student evaluation of the course.
For grading students the teacher only considers
homework and final tests.
XIV
UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN, HUMANAS Y
TECNOLOGÍAS
CARRERA DE IDIOMAS
OBSERVATION GUIDE
Objective: To contrast the students’ level in the use of English with their school-grades.
Instruction: Tick the statements that best fits your opinion.
Parameters Almost
always Sometime Rarely Seldom
Students use the language to ask questions,
requirements, and clear doubts
Students discuss possible answers about the
topic, interact, and have an active role during
the class.
Students are able to communicate in English
Students take notes during the class
Students use their knowledge to help and
support each other
Students are able to develop the four skills of
the English language
Students are able to clear their doubts through
feedback
Students are able to answer the teacher’s
questions effectively
They worry about the final tests because of
their grades.
Students always copy the tasks, homework,
and exercises of to get good marks